Abstract
The requirement that a doctoral dissertation must contribute an original body of knowledge can present a quandary to the doctoral candidate, how does one pursue this route without embracing risk? Through reflective storytelling, this narrative delves into the transformative journey of a teacher-researcher navigating the doctoral study environment. Drawing on personal experiences and reflections, this tale elucidates the significance of embracing risks in a scholarly pursuit. This paper aims to illustrate the theme of risk-taking, elucidating how stepping into the unknown fostered innovation and self-discovery. In presenting a teacher-researcher tale, this empirical paper is rooted in the doctoral dissertation process, as well as a retrospective perspective on three risks undertaken in the doctoral study. These approaches are risky as they presented a methodological challenge which were becoming a multiple bricoleur; adopting a story writing approach; and presenting the data as a play.
Published Version
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